Avaliação da aprendizagem no ciclo de alfabetização: perspectivas dos professores do campo da rede municipal de Taperoá-PB

Abstract

The present study aims to analyze the evaluation in the literacy cycle and the evaluation proposals put into practice by literacy teachers. The methodology used was a field research, with a qualitative approach, carried out through the application of semi - structured questionnaires to four teachers from the literacy cycle of the municipal network of Taperoá - PB, who participate in the PNAIC formations. Faced with this scenario, the question is whether the perspectives and practices of learning assessment of literacy teachers are in line with the PNAIC proposal. The present research is based on the evaluative conceptions of the legal device (Law of Directives and Bases of National Education - LDBEN, Law No. 9.394 / 96) and the considerations of Haidt (1998), Pró-Letramento (2008), Leal , Brazil (2008), Hoffmann (2012), Silva, (2003), Gomes (2013), among others, regarding the methodology of scientific work. The data from this research reveal the need to bring teachers closer to the theoretical depth of the evaluative perspectives so that they understand the importance of the evaluative process to be effective in the practice, the understanding of the continuous progression and the purpose of the evaluation in the literacy cycle, with a view some inconsistent and contradictory answers. In sum, the research data are considered as disquieting in the context of this evaluation / literacy scenario. It is also worth noting the importance of this continuous training for teachers, in order to re-signify their practices, as well as to reflect on the forms of evaluation, reprobation and schooling of each student and, consequently, an evaluation that aims at meaningful learning.